Author: Swagata Sengupta
DOI Link: https://doi.org/10.70798/Bijmrd/03030003
Abstract: Scheduled Tribes are groups that are economically, socially, and geographically secluded. Sincere and coordinated efforts were made for the economic and educational advancement of Tribes throughout the post-independence era. In spite of these efforts, the tribes’ educational achievement is much worse than that of the Scheduled Castes. According to research on tribal education, policymakers gave culturally connected education minimal consideration. This has had a direct effect on their general educational condition and resulted in dropouts. The paper’s goal is to compare the gender parity index, dropout rates, gross enrolment ratio, and literacy rate in Alipurduar with those in India in order to examine the effects of socioeconomic position on tribal education. One of the most important prerequisites for creating persons and a country is education. It is essential to the growth of human capital. Character, abilities, and information are imparted via education. In order to meet the requirements of the Directive Principles of State Policy, Indian administrations increasingly depended on literacy campaigns that emphasized the 3Rs (reading, writing, and math) after gaining independence. The study critically evaluates the educational condition and statistics of Tribes in Alipurduar and across India in light of the New Education Policy 2020, which is expected to be implemented soon.
Keywords: Tribes, Primary Education, Dropouts Education, Enrolment, Literacy.
Page No: 18-25